THE UNIVERSITY OF NORTH CAROLINA AT ASHEVILLE
FACULTY SENATE
Senate Document Number 1692S
Date of Senate Approval 3/5/92
Signature of Senate Chair __________________________ Date________
Action of Vice Chancellor:
Approval _______________________________ Date________________
Denied _______________________________ Date________________
Reasons for denial and suggested modifications:
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Statement of Faculty Senate Action:
APC DOCUMENT #15: "Changes in Early Examination Policy"
Effective Date: 1992-1993 Catalog and Academic Year
DELETE: (on page 38) paragraphs 4, 5, and 6 under the heading
Examinations and Early Evaluations.
REPLACE with the following:
Proficiency Examination. Any currently enrolled student
may fulfill the requirement for many courses, including
general education requirements, by passing a proficiency
examination. Courses such as internships, theses, research
seminars, field experiences, or any course which meets the
departmental requirement of competency or is graded S/U are
excluded from this option.
The student fills out a proficiency examination form
obtained from the registrar and makes arrangements with the
department chair in which the course is taught to take an
examination covering all material in the course. Any student
who is in academic good standing may request the approval of
the appropriate department chair to take a proficiency
examination. Departments have the discretion to determine
courses in which examination is appropriate. Grading will be
"Pass" or "Fail". If passed the results will be noted on the
student's transcript. The minimum number of hours for a
degree will not be reduced. There is a $15 fee.
ADD: to the beginning of paragraph 3 on page 38 the following:
Major Competency.
Rationale:
These changes eliminate the option available to students
to demand an early final examination for any course being
taught. In addition to putting an extra burden on the faculty
member with no risk for the student, it assumes that the final
examination is the ultimate product toward which the course is
preparation. The usual final examination, however, is often
only a small portion of the grade and is not necessarily an
accurate indicator that the student should receive credit for
the course. In many cases a special extended examination
would have to be prepared to incorporate material from other
assignments. Further, the current policy could be exploited
by students seeking insight into what future assignments may
be like.
The changes also curtail the number of courses for which
a student can demand a proficiency examination. The
proficiency policy rests on the assumption that a body of
knowledge, not intellectual development, is the primary
purpose of UNCA's courses. In a number of instances this is
certainly true. The courses which have a different purpose,
however, should not be constrained by the policy on
proficiency examinations. These classes often do not have
final examinations as part of their requirements and
proficiency exams are either not possible or appropriate and
defeat the purpose of the course.
The last paragraph clarifies responsibility for
determining which classes should be exempt from the
proficiency policy.